Curriculum Assessment Policy Statements: Grade R – 12A National Curriculum and Assessment Policy Statement is a single, comprehesive, and concise policy document, which has replaced the Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R – 12.The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises the following:Curriculum and Assessment Policy Statements for each approved school subject as listed in the policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12;The policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12 which describes the number of subjects to be offered by learners in each grade and the promotion requirements to be obtained; andThe policy document National Protocol for Assessment Grades R – 12 which standardises the recording and reporting processes for Grades R – 12 within the framework.

National Curriculum Framework: Birth to age 4The National Curriculum Framework (NCF) provides guidance for those developing programmes and working with babies, toddlers and young children from birth to age four.The document is aimed at adults working with children from birth to four and includes:Parents and caregiversEarly childhood practitioners (in centres, family and community support services, child minders)Practitioner/educator and support staffMonitoring personnel (government and civil society) who visit the ECD programmes.It can also assist in supporting older children (buddies) who offer child–to child ECD interventions in South Africa.Adults need to work together to make meaning of and to apply the NCF through paying attention to high quality experiences for babies, toddlers and young children in a variety of programmes and settings such as ECD centres, homes, neighbourhoods and institutions where children in the early years are cared for.

National Curriculum StatementThe National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.The National Curriculum Statement Grades R-12 serves the purposes of:equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;providing access to higher education;facilitating the transition of learners from education institutions to the workplace; andproviding employers with a sufficient profile of a learner’s competences.

The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them. Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in appropriate ways. Reggio teachers employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving.The Reggio approach follows four major principles. These are:Emergent Curriculum. A classroom’s curriculum stems from the particular interests of children. Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be needed, and how they can encourage parents and the community to become involved.In-Depth Projects. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Projects are often introduced to children as adventures, and can last anywhere from a week or two to the entire school year. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations.Representational Development. This principal takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.

Cerebral palsy (CP) is a problem that affects muscle tone, movement, and motor skills. It hinders the body’s ability to move in a coordinated and purposeful way. It also can affect other body functions that involve motor skills and muscles, like breathing, bladder and bowel control, eating, and talking.CP often is caused by brain damage that happens before or during a baby’s birth, or during the first 3-to-5 years of a child’s life. Brain damage also can lead to other issues, like sight, hearing, and learning problems.The types of CP are:spastic cerebral palsy — causes stiffness and movement difficultiesdyskinetic (athetoid) cerebral palsy — causes uncontrolled movementsataxic cerebral palsy — causes a problem with balance and depth perceptionHow Is Cerebral Palsy Diagnosed?Babies who are born early or who have health problems that put them at risk for cerebral palsy are watched for signs of the condition. Doctors look for:developmental delays, like not reaching for toys by 4 months or sitting up by 7 monthsproblems with motor skills, like being unable to crawl, walk, or move arms and legs in the usual wayuncoordinated movementsmuscle tone that is too tight or too loseinfant reflexes (like the palmar grasp, or “hands in fists” reflex) that stay beyond the age at which they’re usually gone

Down syndrome is a condition in which a baby is born with an extra chromosome. The extra chromosome causes delays in the way a child develops, mentally and physically.The physical features and medical problems linked to Down syndrome can vary widely from child to child. While some kids need a lot of medical attention, others lead healthy lives.Down syndrome, also called trisomy 21, can’t be prevented. But the health problems that may happen can be treated, and many resources are available to help kids and their families.How Is Down Syndrome Diagnosed?Two types of prenatal tests can look for Down syndrome in a fetus:Screening tests estimate the chances that a fetus has Down syndrome.Diagnostic tests can tell if the fetus actually has the condition.Screening tests are cost-effective and easy to do. But they can’t give a definitive answer about whether a baby has Down syndrome. So these tests are used to help parents decide whether to have more diagnostic tests.Diagnostic tests accurately diagnose Down syndrome and other chromosomal problems. But they’re done inside the uterus, so there is a risk of miscarriage and other complications.If you’re unsure about which test, if any, is right for you, your doctor or a genetic counselor can help you sort through the pros and cons of each.

People with dyscalculia have difficulty understanding numbers and learning math skills. Dyscalculia encompasses a wide range of learning disabilities related to math.Students with dyscalculia may:have difficulty learning to count or have a poor memory for numbershave trouble writing numbers, finding correct place values, and lining up equationshave trouble remembering math factsbe unable to follow a sequence of stepshave difficulty understanding numbers, math symbols, and word problemsfind it hard to visualize patternshave difficulty measuring thingshave an exceptionally slow and difficult time solving math problemsavoid games that require strategies involving mathbecome extremely frustrated or anxious with schoolwork related to mathHow can it be treated?If you suspect a student has dyscalculia, recommend seeking an educational evaluation to a parent or guardian, an administrator, or a school counselor.Teachers can help students struggling with dyscalculia to become aware of their strengths and weaknesses. Helping students understand their learning styles and using alternative approaches can enable them to achieve confidence and success in math.Extra math support in school and tutors outside the classroom can help students with dyscalculia focus on specific learning difficulties. Reinforcing math facts and practicing new skills can help make understanding math concepts easier.

Dyslexia is a learning disability that makes it hard to learn to read and understand written language. Even students with average or above-average intelligence can have dyslexia.A common assumption about dyslexia is that letters or words seem reversed, like the word “was” appearing like “saw.” This can be a part of dyslexia, but reversals are very common among kids up until first or second grade. The major problems for students with dyslexia are phonemic awareness, phonics, and rapid word recognition.Dyslexia is not a visual problem. Dyslexia happens because of subtle problems in information processing, especially in the language regions of the brain.Dyslexia often runs in families. A reading specialist or psychologist can diagnose dyslexia through a comprehensive evaluation.A child with dyslexia may have trouble:learning to talk pronouncing longer wordsrhyminglearning the alphabet, days of the week, colors, shapes, and numberslearning to identify syllables (cow/boy in cowboy) and phonemes (b, a, t in bat)sounding out simple wordsreading and spelling words with the correct letter sequence (“top” vs. “pot”)learning to read and write his or her namewith handwriting and other fine-motor coordinationStudents with dyslexia may need:specialized instruction and special arrangements for testsextra time for tests, homework, and taking notes in classHow can it be treated?Students with dyslexia may avoid reading because it can be stressful and tiring. As a result, they can end up missing valuable reading practice and fall behind their classmates. This can hurt their self-esteem. Recognizing and appreciating their strengths — in math, sports, drama, art, creative problem solving, etc. — can provide critical emotional support.Other helpful strategies for students with dyslexia are:providing extra time to practice readingconnecting them with trained tutorsgiving reading assignments in audio formatsoffering customized learning aids and computer softwareWith the proper assistance, most students with dyslexia can learn to read and develop strategies that allow them to stay in regular classrooms.

Hydrocephalus is a build-up of cerebrospinal fluid (CSF) in the hollow places inside the brain. These hollow places are called ventricles. The build-up of CSF can put pressure on the brain.Treatments for hydrocephalus (hi-droh-SEF-eh-less) usually can lower the amount of CSF.What Are the Signs & Symptoms of Hydrocephalus?Signs and symptoms of hydrocephalus in babies and children can include:fussinesstirednesspoor appetitevomitingeyes that stay looking downslowed developmentHow Does Hydrocephalus Happen?Cerebrospinal fluid is saltwater that’s made inside the ventricles. It flows around the brain and spinal cord, cushioning them. It also sends nutrients to the brain and takes away waste. Then it’s absorbed into the bloodstream, and new, fresh CSF takes its place.What Causes Hydrocephalus?Causes of hydrocephalus include:spina bifida: when a baby’s spinal cord does not fully developaqueductal stenosis: when CSF flow between the ventricles inside the brain is blockedinfection during pregnancycomplications of prematurity (being born early)bleeding in the brain (from a stroke or brain injury)a brain tumourinfection in the brainHow Is Hydrocephalus Treated?Treatment for hydrocephalus depends on the child’s age and what’s causing the hydrocephalus.Treatments may include one of these surgeries:Ventriculoperitoneal (VP) shunt surgery: Doctors place a tube from the brain’s ventricles to the peritoneal cavity, the space inside the belly where the stomach and the bowels sit. The tube is all inside the body under the skin. After it gets to the belly, the extra CSF is absorbed into the bloodstream. Shunts are replaced:over time as a child grows and needs a bigger shuntif they get infected or stop workingEndoscopic third ventriculostomy (ETV) surgery: A tiny hole made in the bottom of the ventricle lets the extra CSF drain out of the brain. Then, it’s absorbed into the bloodstream.

Glossary Of Terms

If you’re a bit confused about any of the words or terms on this website, don’t worry! Just see the info below for some help.

ECDOE

Eastern Cape Department of Education

https://eceducation.gov.za/

FSDOE

Free State Department Of Education

https://www.education.fs.gov.za/

GDE

Gauteng Department of Education

https://www.gdeadmissions.gov.za/

KZNDOE

Kwazulu-Natal Department of Education

https://www.kzneducation.gov.za/

LDOE

Limpopo Department of Education

https://www.edu.limpopo.gov.za/

MPDOE

Mpumalanga Department of Education

http://www.mpumalanga.gov.za/education/

NCDOE

Northern Cape Department of Education

https://www.ncdoeadmissions.org/

NWDOE

North West Department of Education

https://desd.nwpg.gov.za/

WCDOE

Western Cape Education Department

https://wcedonline.westerncape.gov.za/

ACE

The Accelerated Christian Education (A.C.E.) programme is a globally acclaimed educational system that provides students with the flexibility to learn at their own pace using high-quality, Biblically-based materials. Developed as a superior Christian alternative to traditional schooling, the A.C.E. programme aligns with the South African school curriculum and has been successfully implemented in schools and homeschools worldwide for over 40 years. It is an exceptional resource designed to prepare the next generation for the evolving landscape of modern education.

AEE

Accelerated Education Enterprises

The system of education presents a compelling solution to the serious challenges currently faced in South Africa and many developing countries.

Countries such as South Korea, Singapore and Finland feature in the top rankings of global education standards. There are many stark differences in the systems and models that each country uses. However, academic rigor, discovery learning as well as content and skill mastery are cornerstone concepts that are common and feature strongly in each. The AEE system of education embraces the A.C.E. curriculum and is based on the well-researched methodology of a personalised system of instruction (PSI) (Keller 1968). The system creates opportunity for a learner to work in an individualised self-paced manner that embraces discovery learning and mastery learning.

Mastery Learning is another well researched (Bloom, 1968) and proven approach that relates to the rigorous assessment procedures that require learners to achieve and demonstrate consistently very high mastery (80%) over relatively small units of content. Individuals are allowed the time required to achieve mastery and may not progress until it is achieved. This results in motivated learners taking ownership over their own progress.

“Almost any child can master almost any subject given enough time and a variety of instructional methods.” (Benjamin Bloom)

Unfortunately, the current model of public education in many emerging countries on the continent is designed and implemented in a way that limits time and is dependent on the teacher teaching. As a result learners “pass” an annual test/exam and move on to new, more challenging content, when in fact they have large gaps in real understanding and certainly in mastery! The learner who is not able to maintain a high standard and fast pace starts to fall behind and, sadly, real potential is not realised. The AEE system of education is a modern methodology based on years of research and is evident in countries that are leaders in education. As it deviates from the current “modus-operandi” in public education, it is often not well understood. However, the system has a proven track record world-wide and has been available in South Africa (A.C.E. curriculum) for over thirty years and globally for more than 50 years. Apart from providing quality education, the system is not reliant on expensive resources. The system of education has been implemented with great success in both well-resourced economically affluent areas, as well as in rural and under-resourced environments. Inherent to the model is an EQ component that prescribes to a set of honourable, biblical values that promote personal development and raises the youth in a positive and accountable manner.

The AEE system of education provides a compelling solution to the serious challenges currently faced in South Africa and many developing countries.

AERO

American Education Reaches Out

Project AERO is pleased to offer new resources in Math, Science, English/Language Arts, Social Studies and World Languages that are designed to assist teachers as they begin the new school year. Called “Guidance for 2021-2022”, each of these sets: 1. identifies the critical areas in each subject area; 2. provides guidance for accelerating instruction; and 3. gives links to additional materials, such as exemplar units, when available.

Math: The AERO Math “Guidance for 2021-2022” provides resources for K-10. The resources include the Critical Areas for each grade and high school course, sample scope and sequences, anchor and target tasks, and instructional strategies for implementation.

Science: AERO Science Critical Areas for grades K-5 have been identified, summarized and outlined to facilitate science instruction. This work seeks to support science educators in identifying the key content and practices they will need to target when developing assessments and learning experiences. For each grade level there is a year-long overview as well as individual unit documents that provide some guidance for storylines, phenomena and engineering design when appropriate. Similar documents will be released for Middle School before the end of August.

English/Language Arts: AERO’s curriculum writers have reviewed the English/Language Arts Framework (205) and identified the Critical Areas within the four strands of Reading, Writing, Language, and Listening and Speaking for Grades K-5. These Critical Areas have been clustered to be the basis for four units at each grade level. In addition, vetted resources have been included for all units.

Social Studies: AERO’s curriculum writers have reviewed the Social Studies Framework (2019) and identified the Critical Areas for grades K-5, and have developed three sample units for each grade built on the critical areas. These units have been designed to guide teachers develop students into global citizens.

World Languages: The AERO WL team has worked with colleagues at every grade level schools to create a set of questions and unit themes that “braid” the World Language curriculum to the other core disciplines. Given the variety of schooling models this year, WL teachers are advised to teach fewer units (two to three units rather than five) that retain all five C’s of the 2018 AERO WL Standards and Benchmarks. The model units being released reinforce academic vocabulary and content while building language proficiency, strong intercultural skills and supporting social and emotional learning.

American AP

College Board Advanced Placement (AP)

The AP Program offers college-level courses and exams that you can take in high school.

Taking AP courses in high school could give you an advantage in college by letting you:

Earn College Credit
Your AP score could earn you college credits before you even set foot on campus. In fact, most AP students who enrol in four-year colleges start school with some credit.

Save Money and Time
Earning credit or placement can open up time on your schedule or even let you graduate early.

Earn Advanced Placement
Your AP score can let you skip introductory courses in college.

Stand Out to Colleges
“AP” on your high school transcript shows colleges that you’re motivated to succeed, and taking the exam demonstrates your commitment to tackle and complete college-level work.

An Opportunity to Earn Credit
Nearly all colleges and universities in the United States grant credit and placement for qualifying AP scores. Use our tool to find colleges you’re interested in and see what you could earn with AP.

AP Capstone Program

AP Capstone Program

AP Capstone™ is a diploma program from the College Board. It’s based on two yearlong AP courses: AP Seminar and AP Research.
Rather than teaching subject-specific content, these courses develop students’ skills in research, analysis, evidence-based arguments, collaboration, writing, and presenting. Students who complete the two-year program can earn one of two different AP Capstone awards, which are valued by colleges across the United States and around the world.

Students can earn the AP Capstone Diploma™ or the AP Seminar and Research Certificate™.

Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing receive the AP Capstone Diploma™.

Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams receive the AP Seminar and Research Certificate™

The Benefits of AP Capstone

Participating in AP Capstone can help students:

Stand out to colleges in the application process.
Develop key academic skills they’ll use in college and beyond.
Become self-confident, independent thinkers and problem solvers.
Earn college credit: Many colleges offer credit for qualifying scores.

Offering the AP Capstone program gives school leaders and teachers:

Academic distinction, as the program is widely recognized for its skills focus and innovation.
Flexible student-centered curricula with room for creativity and student input.
Access to a weeklong, collaborative training event.

Cambridge

We are part of Cambridge University Press & Assessment – an organisation that provides world-leading academic research, learning and assessment globally, backed by the first-class teaching and research departments of the University of Cambridge.

Our programmes and qualifications
Cambridge programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research.

The four stages of the Cambridge Pathway lead seamlessly from primary through secondary and pre-university years. Schools can shape the curriculum around how they want students to learn.

Every year, nearly a million Cambridge learners prepare for their future with an education from Cambridge International. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.

Where we work
More than 10,000 schools are part of our Cambridge learning community. We operate in 160 countries across 9 regions: North America, Latin America, UK & Europe, Sub-Saharan Africa, Middle East & North Africa, South Asia, East Asia, Southeast Asia & Pacific and Pakistan. We have Cambridge representatives in every region.

Part of the University of Cambridge
We are the only international exam board that is wholly owned by a world-leading university, the University of Cambridge.

We work closely with the University’s Faculty of Education and draw on the expertise of Cambridge Mathematics to develop our maths curriculum, qualifications and resources. Cambridge Mathematics is a collaborative enterprise committed to securing a world-class mathematics education for all students from 3-19 years old. It is a partnership between Cambridge University Press & Assessment and the University’s Faculties of Mathematics and Education.

We also enjoy close working relationships with other parts of Cambridge University Press & Assessment, including Cambridge Assessment English, OCR and Cambridge CEM. Together we offer a wide range of services across curriculum, assessment, teaching and learning.

Working with governments
Cambridge International is a trusted education partner for governments in over 30 countries. In some countries, such as Singapore, we work with public bodies to provide the national examinations for learners in secondary schools. In other countries, such as Egypt and Bahrain, we work with governments to develop and introduce new education and assessment systems.

We also help to localise Cambridge examinations and ease the introduction of education programmes by training officials, teachers and examiners.

Education services
We are supporting a range of countries in raising educational standards, from discrete education initiatives in the US to more comprehensive reform projects in countries such as Mongolia and Kazakhstan. Our expert consultancy services help our partners create successful educational change.

Supporting teachers
Our professional development supports Cambridge teachers to become confident, responsible, reflective, innovative and engaged. We offer training, events, and teaching and learning resources to help teachers develop successful learners and improve their professional practice. We also offer Cambridge Professional Development Qualifications for teachers and trainers.

Cambridge schools are part of a global community. We offer teachers many ways to share knowledge and ideas.

CAPS

Curriculum Assessment Policy Statements: Grade R – 12

A National Curriculum and Assessment Policy Statement is a single, comprehesive, and concise policy document, which has replaced the Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R – 12.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises the following:

Curriculum and Assessment Policy Statements for each approved school subject as listed in the policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12;
The policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12 which describes the number of subjects to be offered by learners in each grade and the promotion requirements to be obtained; and
The policy document National Protocol for Assessment Grades R – 12 which standardises the recording and reporting processes for Grades R – 12 within the framework.

Charlotte Mason S.C.M

The SCM Curriculum gives you comprehensive lists of all the wonderful books and other resources you will need, along with simple plans of what to do each day. We’ve done all the planning so you can simply enjoy the learning.

Teach your whole family together for most school subjects.
Save time and money with our open-and-go plans.
Be confident that the plans are from a Christian worldview.
Apply Charlotte Mason’s methods and principles to a modern home school, using a mixture of timeless classics and new publications.
Build a treasured family library based on our favorite book lists.
Customize the best fit for your family by mixing and matching our simple plans.

DCAPS

Differentiated Curriculum Assessment Policy Statement

ECI

Early Childhood Intervention Curriculum

Home Schooling

Homeschooling is a progressive movement around the country and the world, in which parents educate their children at home instead of sending them to a traditional public or private school. Families choose to homeschool for a variety of reasons, including dissatisfaction with the educational options available, different religious or educational philosophies, and the belief that children are not progressing within the traditional school structure.

IEB

The IEB is an independent assessment body offering a range of certified assessments, benchmarked assessments and training. We are accredited by Umalusi for school and adult assessments, the QCTO for the Foundational Learning Competence and the ETDP SETA for training courses in assessment practices.

The IEB seeks to advance quality teaching and learning in South Africa through an assessment process of integrity, innovation and international comparability. All schools registered with the IEB to write the National Senior Certificate have access to a range of professional development opportunities as well as a variety of assessments, designed to serve a range of purposes.

The IEB produces consistent, reliable results in the Grade 12 National Senior Certificate with an average pass rate between 97% and 98%. Furthermore the IEB achieves between 78% and 80% pass with entry to degree study.

The IEB uses the South African national curriculum which is regulated by the Department of Basic Education.

The IEB NSC is quality assured by Umalusi which is the Council for Quality Assurance in General and Further Education.

The IEB NSC is also an internationally benchmarked qualification and is equivalent to Cambridge AS level.

IEDP

Individual Educational Developmental Programme

Kids with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. Understanding how to access these services can help parents be effective advocates for their kids.

The passage of the updated version of the Individuals with Disabilities Education Act (IDEA 2004) made parents of kids with special needs even more crucial members of their child’s education team.

Parents can now work with educators to develop a plan — the individualized education program (IEP) — to help kids succeed in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.

Montessori

The Montessori Curriculum offers children five key areas of study: Practical Life, Sensorial, Mathematics, Language, and Cultural Studies. Each area of study is made up of a set of educational materials that increase in complexity. Children progress through the Montessori Curriculum at their own pace based on their stage of development and interests.

Montessori educators present key lessons to introduce children to the name and learning outcomes of each Montessori material. After a Key Lesson, the children work with the Montessori material independently to practice, explore, and make connections to the key learning outcomes.

During this time, Montessori educators stand back, observe how the children are learning, and document their progress. An educator will only intervene if needed, to encourage children’s independence, as there is a direct link between children’s sense of empowerment and their ability to learn and retain new skills and information.

New lessons are provided when a child is ready to progress to the next stage. Through repetition and practice, children master the progression of the Montessori materials, and develop a fundamental understanding of each curriculum area.

Key Curriculum Areas

Practical life: Independence, social skills and care for the environment
Sensorial: Colours, shapes, textures, weights, dimension, discrimination and distinguishing between smells, taste and sound
Mathematics: Numbers, quantities, counting, addition, subtraction, decimal system, multiplication and division
Language: Oral language, phonics, letter formation, sentence structure, vowels and consonants, writing, reading and early literacy skills
Culture: Geography, botany, zoology, science, history, music and art

NCF

National Curriculum Framework: Birth to age 4

The National Curriculum Framework (NCF) provides guidance for those developing programmes and working with babies, toddlers and young children from birth to age four.

The document is aimed at adults working with children from birth to four and includes:

Parents and caregivers
Early childhood practitioners (in centres, family and community support services, child minders)
Practitioner/educator and support staff
Monitoring personnel (government and civil society) who visit the ECD programmes.

It can also assist in supporting older children (buddies) who offer child–to child ECD interventions in South Africa.
Adults need to work together to make meaning of and to apply the NCF through paying attention to high quality experiences for babies, toddlers and young children in a variety of programmes and settings such as ECD centres, homes, neighbourhoods and institutions where children in the early years are cared for.

NCS

National Curriculum Statement

The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

The National Curriculum Statement Grades R-12 serves the purposes of:

equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;
providing access to higher education;
facilitating the transition of learners from education institutions to the workplace; and
providing employers with a sufficient profile of a learner’s competences.

PACE

Processing and Cognitive Enhancement

The PACE program (Processing and Cognitive Enhancement) was developed to train cognitive learning skills. Many refer to the program as a mental boot camp or as brain training. PACE was founded and is directed by a group of professionals from a variety of disciplines who have a common interest in helping children and adults learn more easily and efficiently.

Who can benefit from PACE?
Those who can benefit from PACE include high or average performers who want to perform mental activities faster, more efficiently, and even better than before, as well as below average performers who have learning difficulties. The information on this page will focus on the below average performer. The child who is not living up to his/her potential usually has one or more of the following symptoms which do not seem to improve with just extra work and tutoring:

Trouble staying on task
Working too slowly or too hard
Difficulty comprehending what is read
Problems remembering
Poor math skills
Trouble making associations and conclusions
Trouble reading aloud
General reading and spelling problems
Poor ability to plan

Reggio Emila

The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them. Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in appropriate ways. Reggio teachers employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving.

The Reggio approach follows four major principles. These are:

Emergent Curriculum. A classroom’s curriculum stems from the particular interests of children. Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be needed, and how they can encourage parents and the community to become involved.
In-Depth Projects. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Projects are often introduced to children as adventures, and can last anywhere from a week or two to the entire school year. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations.
Representational Development. This principal takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.
Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.

SNAP

Special Needs Adapted Program

Special Needs Adapted Program.SNAP is a unique, child-specific, one-to-one, integrated program for children with Autism or other special needs. It also endeavours to assist and support parents and caregivers, educating them so that they can relate to the child’s behaviour.

The program recognises the individuality of each child and is geared to addressing his or her specific needs.

Waldorf

While each Waldorf School is autonomous, all are connected by a consistent child development philosophy that is based on a careful study of how children change and develop. This philosophy underlies the Waldorf curriculum, which addresses the physical, emotional, intellectual, cultural and spiritual needs at each stage of a child’s unfolding development.

The Waldorf curriculum is unusually broad, offering a wide range of subjects – from mythology to botany and everything in between. It is developmentally appropriate, experiential, and yet academically rigorous. In South Africa, Waldorf schools also offer all standard subjects required by the Department of Education.

Curriculum topics are taught during an extended ‘main lesson’ for the first two hours of each morning, for a period of between 3 to 6 weeks – allowing an in-depth exploration of one subject at a time. The main lesson ties one topic to as many disciplines as possible. Each Main Lesson is rhythmically structured so that the children have to listen, work independently, participate and think at different times – involving the child in activities that awaken his or her powers of head (intellect), heart (feeling) and hands (doing). In Primary School, for instance, these activities could include mental maths, hand clapping games and jumping rope, folk dances, poetry recitation, singing, and writing and drawing in their ‘main lesson books’.

Main lesson books are books that each student makes for every topic studied. The book becomes a beautiful record of the child’s experience and understanding of the topic at hand. These are not books of pictures printed from the Internet or cut from publications: they are the children’s own artwork, research, poems and musings. By creating their own lesson books, Waldorf students come to ‘own’ the information and ideas that they study.

The curriculum has been likened to an ascending spiral; subjects are visited several times with each exposure affording greater depth and understanding.

The aim of Waldorf education is not to turn any student into a professional mathematician, historian or artist, but to awaken and educate capacities that every human being needs – contributing to the development of a well-balanced individual. As such, all students are taught a full complement of subjects throughout their school years, including art, music, gardening, handwork, woodwork and metalwork – giving them the benefit of a wide, comprehensive education regardless of ability or inclination. Thus, the aspiring scientist learns to appreciate the beauty of artistic endeavor, while the budding artist discovers the inherent satisfaction of logic and reasoning.

ACSI

Association of Christian Schools International

Accreditation with ACSI engages schools in a vigorous, holistic process of organizational appraisal and improvement that engages every school constituent.

Our program is a highly regarded Christian program for member schools. We have partnerships with all of the U.S. regional accreditation agencies and offer joint accreditation with numerous accrediting organizations.

Every step in our accreditation process is designed to be useful for driving improvement in private schools. If you are striving for excellence based on a solid Christian philosophy of education, consider exploring our program.

The purpose of ACSI Certification is to strengthen Christian schools by credentialing educators who meet established professional and biblical requirements. ACSI Certification promotes continued professional learning and increased effectiveness. Establishing and maintaining the certification of staff and administration is an essential step toward professional credibility and growth. Education is a process. Just as we encourage our students to grow and become life–long learners, we want to set the same example as their teachers and leaders.

ACSI certification establishes a framework for professional growth to occur over time, just like continuous school improvement.

AEE

Accelerated Education Enterprises

The system of education presents a compelling solution to the serious challenges currently faced in South Africa and many developing countries.

“Almost any child can master almost any subject given enough time and a variety of instructional methods.” (Benjamin Bloom)

The AEE system of education provides a compelling solution to the serious challenges currently faced in South Africa and many developing countries.

CAIE (Cambridge)

The four stages of the Cambridge Pathway lead seamlessly from primary through secondary and pre-university years. Schools can shape the curriculum around how they want students to learn.

Part of the University of Cambridge
We are the only international exam board that is wholly owned by a world-leading university, the University of Cambridge.

We also help to localise Cambridge examinations and ease the introduction of education programmes by training officials, teachers and examiners.

Cambridge schools are part of a global community. We offer teachers many ways to share knowledge and ideas.

IEB

The IEB uses the South African national curriculum which is regulated by the Department of Basic Education.

The IEB NSC is quality assured by Umalusi which is the Council for Quality Assurance in General and Further Education.

The IEB NSC is also an internationally benchmarked qualification and is equivalent to Cambridge AS level.

ISASA

Independent Schools Association of Southern Africa

ISASA’s brand is a hallmark of high standards of educational and ethical practice. Quality, Values, Diversity characterise its membership. Not all schools can become members of ISASA because its conditions for membership are rigorous. These include on-site inspections and commitment to a code of ethical practice.

Quality: No matter its type or fee-level, an ISASA member school has been quality assured before it is accepted for ISASA membership, and every six years thereafter by the Independent Quality Assurance Agency.

Values: ISASA schools have a strong values base, providing sound discipline in a structured learning environment, where pupils learn the importance of hard work, personal responsibility and shared norms. Ethical education, community service and responsible citizenship are promoted among ISASA member schools.

Diversity: ISASA’s growing and diverse membership provides parents with a wide choice. Members represent all school phases (from pre-primary to post matric). They include religious and secular, traditional and alternative, day and boarding, single-sex and co-educational, rural and urban, large and small, local and international, and old and new schools.

Affordability: The wide range of fee-levels among ISASA schools makes them increasingly affordable to many families.

SAFWS (Waldorf)

South African Federation of Waldorf Schools

The Federation of Waldorf Schools is an association of independent schools and teacher training institutions, which work out of the pedagogical indications of Rudolf Steiner.

It is a non-profit organisation whose purpose is to further education as expounded by Rudolf Steiner and to encourage, assist and guide both new and existing Waldorf schools.

A primary task is to ensure that the names “Waldorf” and “Rudolf Steiner” are only used by schools and institutions that are based on Rudolf Steiner education, as recognised by the Federation. The Federation holds the right of trademark on these names.

Aims
To positively support aspects of Waldorf education in the schools and to maintain a high standard of education at every level, in the spirit of the pedagogy inspired by the insights of Rudolf Steiner.

SAMA (Montessori)

South African Montessori Association

SAMA has a three tier school membership system to guide our member schools, which are all independently owned Montessori schools. This system of quality assurance supports and inspires schools who are in different stages of operation to develop and reflect on quality Montessori practices within their organisations.

Through this SAMA grows its pool of members, allowing us to be representative, while at the same time allowing the promotion of quality without excluding schools requiring further support. SAMA has begun negotiations with the Independent Quality Assurance Association (IQAA) in bringing about an independant quality evaluation process developed specifically for Montessori schools.

Why SAMA exists

In April 2003 at SAMA’s inaugural AGM, the association was constituted with the mandate to unite Montessori professionals across Southern Africa by encouraging global best practice in Montessori methodology.

Montessori schools are individual, unique and separate entities. “MONTESSORI” is not trademarked, therefore we endeavour to promote and protect the interests of our members, be they institutional or individual.

SAMA is the official liaison between its member body and government departments through our membership with NAISA (National Alliance for Independent school of South Africa); including ECD chambers of government as well as the Department Social Development (DSD) and the Department of Basic Education (DBE). This representation is paramount in keeping best practice and integrity in member Montessori schools.

In 2014 SAMA established a three-tier quality assurance system to guide our independently owned Montessori schools to achieve global best practice in Montessori pedagogy.

Umalusi

Council for Quality Assurance in General and Further Education and Training

Umalusi Council sets and monitors standards for general and further education and training in South Africa in accordance with the National Qualifications Framework Act No 67 of 2008 [as amended] and the General and Further Education and Training Quality Assurance Act No 58 of 2001 [as amended].

The Council is tasked with the development and management of a sub-framework of qualifications for general and further education and training and for the attendant quality assurance.

Governance

Umalusi is governed and guided by the National Qualifications Act No 67 of 2008 [as amended] and its founding Act the General and Further Education and Training Quality Assurance Act No 58 of 2001 [amended in 2008].

Umalusi Council is appointed by the Minister of Basic Education to give effect to its mandate as expressed in these Acts. Umalusi also answers to the Minister of Higher Education and Training in respect of the certification of qualifications offered in TVET colleges and adult learning centres. Umalusi works in line with a five-year strategic plan agreed with the Ministers of Education. The strategic plan sets out Umalusi`s strategic priorities and performance measures.

The strategic plan provides a framework for the annual business plan, which informs the Council`s day-to-day work and provides a basis for assessing performance.

A.D.D / A.D.H.D.

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But for kids with ADHD, the struggles are harder and happen more often.

Kids with ADHD can show signs in any or all these areas:

Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their attention, concentrating, and staying on task. They may not listen well to directions, may miss important details, and may not finish what they start. They may daydream or dawdle too much. They may seem absent-minded or forgetful, and lose track of their things.
Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. They may climb, jump, or roughhouse when they shouldn’t. Without meaning to, they may act in ways that disrupt others.
Impulsive. Kids who are impulsive act too quickly before thinking. They often interrupt, might push or grab, and find it hard to wait. They may do things without asking for permission, take things that aren’t theirs, or act in ways that are risky. They may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it’s normal for little kids to be distracted, restless, impatient, or impulsive — these things don’t always mean that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with help from parents and teachers. But some kids don’t get much better at paying attention, settling down, listening, or waiting. When these things continue and begin to cause problems at school, home, and with friends, it may be ADHD.

What Causes ADHD?

It’s not clear what causes the brain differences of ADHD. There’s strong evidence that ADHD is mostly inherited. Many kids who have ADHD have a parent or relative with it. Kids also can be more at risk for it if they were born early, are exposed to environmental toxins, or their mothers used drugs during pregnancy.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

How Is ADHD Diagnosed?

If you think your child has ADHD, make an appointment with your child’s doctor. They will do a checkup, including a vision and hearing check, to be sure something else isn’t causing the symptoms.

To diagnose ADHD, doctors start by asking about a child’s health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child’s behavior, and might ask you to give your child’s teacher a checklist too.

After gettng this information, doctors diagnose ADHD if it’s clear that:

A child’s trouble with paying attention, hyperactivity, or impulsivity go beyond what’s usual for their age.
The behaviors have been going on since the child was young.
The behaviors affect the child at school and at home.
A health check shows that another health or learning issue isn’t causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and anxiety problems. Doctors usually treat these along with the ADHD.

The doctor can refer you to a child psychologist or psychiatrist, if needed.

How Is ADHD Treated?

Treatment for ADHD usually includes:

Medicine. This activates the brain’s ability to pay attention, slow down, and use more self-control.
Behavior therapy. Therapists can help kids develop the social, emotional, and planning skills that are lagging with ADHD.
Parent coaching. Through coaching, parents learn the best ways to respond to behavior problems that are part of ADHD.
School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better at managing their attention, behavior, and emotions. As they grow older, kids should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

How Can Parents Help?

If your child is diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child’s health care provider recommends. Go to all recommended therapy visits.
Give medicines safely. If your child is taking ADHD medicine, always give it at the recommended time and dose. Keep medicines in a safe place.
Work with your child’s school. Ask teachers if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work together to help your child do well
Parent with purpose and warmth. Learn what parenting approaches are best for a child with ADHD — and which can make ADHD worse. Talk openly and supportively about ADHD with your child. Focus on your child’s strengths and positive qualities.
Connect with others for support and awareness. Join a support group like CHADD for ADHD to get updates on treatment and other information.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and have supportive parents who know how to respond to ADHD.

Aspergers

Asperger’s Syndrome is a developmental disorder. Young people with Asperger’s Syndrome have a difficult time relating to others socially and their behavior and thinking patterns can be rigid and repetitive.

Generally, children and teens with Asperger’s Syndrome can speak with others and can perform fairly well in their school work. However, they have trouble understanding social situations and subtle forms of communication like body language, humor and sarcasm. They might also think and talk a lot about one topic or interest or only want to do a small range of activities. These interests can become obsessive and interfere with everyday life, rather than giving the child a healthy social or recreational outlet.

Boys are three to four times more likely than girls to have Asperger’s Syndrome. Most cases are diagnosed between the ages of five and nine, with some diagnosed as early as age three.

What are the Symptoms of Asperger’s Syndrome?

Children with Asperger’s Syndrome exhibit poor social interactions, obsessions, odd speech patterns, limited facial expressions and other peculiar mannerisms. They might engage in obsessive routines and show an unusual sensitivity to sensory stimuli.

While all children with Asperger’s Syndrome are different, what sets them apart are their unusual social skills and obsessive interests. For a child with Asperger’s Syndrome, you may see one or more of the following symptoms:

Inappropriate or minimal social interactions
Conversations that almost always revolve around themselves or a certain topic, rather than others
Not understanding emotions well or having less facial expression than others
Speech that sounds unusual, such as flat, high-pitched, quiet, loud, or robotic
Not using or understanding nonverbal communication, such as gestures, body language and facial expression
An intense obsession with one or two specific, narrow subjects
Becoming upset at any small changes in routines
Memorizing preferred information and facts easily
Clumsy, uncoordinated movements, including difficulty with handwriting
Difficulty managing emotions, sometimes leading to verbal or behavioral outbursts, self-injurious behaviors or tantrums
Not understanding other peoples’ feelings or perspectives
Hypersensitivity to lights, sounds and textures

Children with Asperger’s Syndrome often show no delays in their language development. They are likely to have good grammar skills and an advanced vocabulary, but they also tend to be very literal. They have trouble using language in a social context.

There may be no obvious delay in their cognitive development. Children with Asperger’s Syndrome can have problems with attention span and organization, but they usually have average intelligence.

Assisted & Remedial Learning

Remedial learning involves a tailored study path to address a learner’s specific difficulties and learners often remain in remedial learning throughout their school careers.

Assisted learning, allows learners to gain immediate academic intervention while still following the traditional curriculum. Therefore, learners need to be able to maintain the basics of the mainstream curriculum with the support provided by the school. Our learners also have access to therapists in school, which helps them to develop to the best of their ability.

Athetosis

Athetosis is a movement dysfunction. It’s characterized by involuntary writhing movements. These movements may be continuous, slow, and rolling. They may also make maintaining a symmetrical and stable posture difficult.

With athetosis, the same regions of the body are repeatedly affected. These typically include the hands, arms, and feet. The neck, face, tongue, and trunk can be involved, too.

While athetosis may be continuous, it can get worse with attempts to control movement. For example, if a person with the condition tries to type on a computer keyboard, they may have extreme difficulty controlling where their fingers land and how long they remain.

Learning about the symptoms of athetosis and what causes it can help you better understand if the condition is affecting you or someone you love.

Symptoms of athetosis

Signs and symptoms of athetosis include:

slow, involuntary, writhing muscle movements
random and unpredictable changes in muscle movement
worsening symptoms with attempts at controlled movement
worsening symptoms with attempts at improved posture
inability to stand
difficulty talking

People with athetosis may also experience muscle “overflow.” This occurs when you attempt to control one muscle or muscle group and experience uncontrolled movement in another muscle group. For example, when you attempt to talk, you may see increased muscle activity in the arm.

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a brain disorder that starts early in life. It affects social communication and interaction and is accompanied by repeating and narrow patterns of behavior or interests.

What Are the Signs & Symptoms of Autism Spectrum Disorder?

Children with ASD often have problems with:

body language and eye contact
social interactions
building and maintaining relationships
sensory input
rigid behavior
intense and unusual interests

In toddlers, parents might notice:

delayed speech
using only a few gestures (waving, clapping, pointing)
not responding when someone calls their name
avoiding eye contact
not sharing enjoyment or interests with others
unusual ways of moving the hands, fingers, or whole body
being very focused or attached to unusual objects
little to no imitating of others or pretending
unusual sensory interests
rituals such as repeating things over and over or lining up objects

Milder symptoms may not be recognized until a child is older and has problems with:

forming friendships
pretend play
knowing how to act in different social situations
unusual, intense interests in specific topics or activities

No two people with ASD have the same signs and symptoms. Many things can play a role, such as language delays, thinking and learning problems, and behavioral challenges. For this reason, autism is described as a “spectrum.”

How Is Autism Spectrum Disorder Diagnosed?

Public awareness of the signs of autism and new screening tools have made early identification of autism easier. Doctors look for signs and symptoms at every checkup, ask about concerns parents may have, and do a screening test at the 18-month and 2-year visits.

If any concerns are found, doctors will suggest a complete evaluation. This usually involves a team of experts. The team may include:

medical doctors who treat developmental disorders
psychologists
occupational therapists and speech therapists

They’ll observe and evaluate the child to understand his or her language/communication, thinking, emotions, development, physical health, social skills, and self-help skills. They’ll also ask the family about their concerns and the child’s birth, growth, development, behavior, and family history.

What Causes ASD?

The exact cause of ASD is unknown. It’s likely that many different things in combination lead to changes in the way the brain develops before a baby is born. The strongest evidence supports the role of a person’s genes.

Other things, such as problems during pregnancy or at birth, might play a role. Many children with ASD also have an intellectual disability.

Vaccines do not cause autism.

How Is Autism Spectrum Disorder Treated?

The earlier treatment for kids with ASD starts, the better. Depending on a child’s needs, treatment may include behavior therapy, speech therapy, occupational therapy, medicine, and extra help with learning. The goal is to help kids:

communicate better
play with others and learn social skills
lessen repetitive or bad behaviors
improve learning
be safe and take care of their bodies

Before Age 3
Before age 3, kids might be eligible for services through their state’s early intervention program. Families work with a team of experts on an Individualized Family Service Plan (IFSP). This plan outlines goals and comes up with a treatment plan.

A team of therapists provides therapy at home or in daycare to eligible families.

Services may also be available in hospital-based clinics or in community centers. Insurance companies may reimburse for many services.

After Age 3
Kids ages 3 to 5 years old with ASD who qualify are entitled to free preschool services under the Individuals with Disabilities Education Act (IDEA). Therapy and/or extra learning help is offered through local school districts or other learning centers — either at home or in a classroom.

When kids reach kindergarten age, parents can ask to switch to an individualized education program (IEP) through the local school district. An IEP can include learning goals along with behavioral, social, and self-care goals. Special education services are available until a child’s 21st birthday.

Hospitals, medical centers, and clinics that provide children’s health services often have services for kids with ASD. Both public and private behavioral health clinics may have specific services for them. Freestanding autism centers in the community may offer some services that benefit kids with ASD.

Sometimes medicines are used to treat symptoms like aggression, hyperactivity and inattention, anxiety, depression, and sleep problems.

There isn’t much research to show the benefits of many therapy approaches to ASD — such as diet changes; supplements; and music, art, and animal therapies. Tell your doctor and other team members about any other therapies you’re using or considering so you can discuss the risks and possible benefits.

How Can I Help My Child?

If your child is diagnosed with ASD, many resources and support services can help. Your doctor and care team can point you in the right direction.

Cerebral Palsy

Cerebral palsy (CP) is a problem that affects muscle tone, movement, and motor skills. It hinders the body’s ability to move in a coordinated and purposeful way. It also can affect other body functions that involve motor skills and muscles, like breathing, bladder and bowel control, eating, and talking.

CP often is caused by brain damage that happens before or during a baby’s birth, or during the first 3-to-5 years of a child’s life. Brain damage also can lead to other issues, like sight, hearing, and learning problems.

The types of CP are:

spastic cerebral palsy — causes stiffness and movement difficulties
dyskinetic (athetoid) cerebral palsy — causes uncontrolled movements
ataxic cerebral palsy — causes a problem with balance and depth perception

How Is Cerebral Palsy Diagnosed?

Babies who are born early or who have health problems that put them at risk for cerebral palsy are watched for signs of the condition. Doctors look for:

developmental delays, like not reaching for toys by 4 months or sitting up by 7 months
problems with motor skills, like being unable to crawl, walk, or move arms and legs in the usual way
uncoordinated movements
muscle tone that is too tight or too lose
infant reflexes (like the palmar grasp, or “hands in fists” reflex) that stay beyond the age at which they’re usually gone

Down Syndrome

Down syndrome is a condition in which a baby is born with an extra chromosome. The extra chromosome causes delays in the way a child develops, mentally and physically.

The physical features and medical problems linked to Down syndrome can vary widely from child to child. While some kids need a lot of medical attention, others lead healthy lives.

Down syndrome, also called trisomy 21, can’t be prevented. But the health problems that may happen can be treated, and many resources are available to help kids and their families.

How Is Down Syndrome Diagnosed?

Two types of prenatal tests can look for Down syndrome in a fetus:

Screening tests estimate the chances that a fetus has Down syndrome.
Diagnostic tests can tell if the fetus actually has the condition.

Screening tests are cost-effective and easy to do. But they can’t give a definitive answer about whether a baby has Down syndrome. So these tests are used to help parents decide whether to have more diagnostic tests.

Diagnostic tests accurately diagnose Down syndrome and other chromosomal problems. But they’re done inside the uterus, so there is a risk of miscarriage and other complications.

If you’re unsure about which test, if any, is right for you, your doctor or a genetic counselor can help you sort through the pros and cons of each.

Dyscalculia

People with dyscalculia have difficulty understanding numbers and learning math skills. Dyscalculia encompasses a wide range of learning disabilities related to math.

Students with dyscalculia may:

have difficulty learning to count or have a poor memory for numbers
have trouble writing numbers, finding correct place values, and lining up equations
have trouble remembering math facts
be unable to follow a sequence of steps
have difficulty understanding numbers, math symbols, and word problems
find it hard to visualize patterns
have difficulty measuring things
have an exceptionally slow and difficult time solving math problems
avoid games that require strategies involving math
become extremely frustrated or anxious with schoolwork related to math

How can it be treated?

If you suspect a student has dyscalculia, recommend seeking an educational evaluation to a parent or guardian, an administrator, or a school counselor.

Teachers can help students struggling with dyscalculia to become aware of their strengths and weaknesses. Helping students understand their learning styles and using alternative approaches can enable them to achieve confidence and success in math.

Extra math support in school and tutors outside the classroom can help students with dyscalculia focus on specific learning difficulties. Reinforcing math facts and practicing new skills can help make understanding math concepts easier.

Dyslexia

Dyslexia is a learning disability that makes it hard to learn to read and understand written language. Even students with average or above-average intelligence can have dyslexia.

A common assumption about dyslexia is that letters or words seem reversed, like the word “was” appearing like “saw.” This can be a part of dyslexia, but reversals are very common among kids up until first or second grade. The major problems for students with dyslexia are phonemic awareness, phonics, and rapid word recognition.

Dyslexia is not a visual problem. Dyslexia happens because of subtle problems in information processing, especially in the language regions of the brain.

Dyslexia often runs in families. A reading specialist or psychologist can diagnose dyslexia through a comprehensive evaluation.

A child with dyslexia may have trouble:

learning to talk
pronouncing longer words
rhyming
learning the alphabet, days of the week, colors, shapes, and numbers
learning to identify syllables (cow/boy in cowboy) and phonemes (b, a, t in bat)
sounding out simple words
reading and spelling words with the correct letter sequence (“top” vs. “pot”)
learning to read and write his or her name
with handwriting and other fine-motor coordination

Students with dyslexia may need:

specialized instruction and special arrangements for tests
extra time for tests, homework, and taking notes in class

How can it be treated?

Students with dyslexia may avoid reading because it can be stressful and tiring. As a result, they can end up missing valuable reading practice and fall behind their classmates. This can hurt their self-esteem. Recognizing and appreciating their strengths — in math, sports, drama, art, creative problem solving, etc. — can provide critical emotional support.

Other helpful strategies for students with dyslexia are:

providing extra time to practice reading
connecting them with trained tutors
giving reading assignments in audio formats
offering customized learning aids and computer software

With the proper assistance, most students with dyslexia can learn to read and develop strategies that allow them to stay in regular classrooms.

Dyspraxia

Dyspraxia is a neurodevelopmental disorder of movement and coordination in which messages sent from the brain to the muscles are interrupted. It is often identified in early childhood, but can also come on later in life after an illness or acquired brain injury.

It causes problems with tasks such as handwriting or tying shoelaces, or with motor skills like catching or riding a bike.

In childhood, dyspraxia (also known as developmental coordination disorder or DCD) usually refers to a disorder in which children do not develop the motor skills that are expected for their age. While some children outgrow the condition, the majority continue to experience movement difficulty as adolescents and adults. Treatment can help them function better as they grow.

In adults, dyspraxia can come on after a brain injury or stroke, or as a symptom of dementia.

You may hear dyspraxia referred to in different ways. It may be called Childhood Apraxia of Speech (CAS), developmental verbal dyspraxia (DVD), or speech apraxia.

There are a few different types of dyspraxia:

Motor dyspraxia — causing problems with skills like writing, dressing or skipping
Verbal dyspraxia — causing problems with speech
Oral dyspraxia — causing problems with movements of the mouth and tongue

How is dyspraxia diagnosed?

If you are concerned that your child has dyspraxia, see your doctor for advice and referral to other specialists.

Your child may be referred to, for example:

speech pathologists for oral and verbal dyspraxia
occupational therapists for oral and motor dyspraxia
physiotherapists for motor dyspraxia

How is dyspraxia treated?

There is no cure for dyspraxia, but it can be treated and managed with a combination of regular, intensive therapies including:

speech therapy
occupational therapy
physiotherapy

Epilepsy

People with epilepsy have repeated seizures. A seizure is caused by unusual electrical activity in the brain that can change someone’s behavior, movement, or feelings.

There are treatments for many types of epilepsy (EP-eh-lep-see). Some kids will outgrow the condition.

The different types of epilepsy include:

benign rolandic epilepsy of childhood
childhood absence epilepsy
infantile spasms
intractable epilepsy
juvenile myoclonic epilepsy
Landau-Kleffner syndrome
Lennox-Gastaut syndrome
temporal lobe epilepsy

Often, kids with epilepsy have both generalized seizures and focal seizures.

How Is Epilepsy Diagnosed?

If a child has had a seizure, the doctor usually sends them to see a pediatric neurologist (a doctor who treats brain, spine, and nervous system problems). The neurologist will ask questions, do an exam, and order tests to check for epilepsy. The tests, which also can find out the type of epilepsy, may include:

blood tests and urine tests (to look for infections or illnesses)
EEG to see brain waves/electrical activity in the brain
VEEG, or video electroencephalography (EEG with video recording)
CAT scan, MRI, and PET/MRI scans to look inside the brain

How Is Epilepsy Treated?

Doctors usually treat epilepsy with medicines. If medicines don’t control the seizures, sometimes they recommend a special diet, such as a ketogenic diet,. A ketogenic (or keto) diet is a strict high-fat, low-carbohydrate diet and can sometimes reduce seizures.

For hard-to-control seizures, doctors may recommend vagus nerve stimulator (VNS) therapy or surgery.

Hearing Impairment

Hearing loss (also called hearing impairment) makes it hard to hear or understand sounds. This happens when there is a problem with one or more parts of the ear, the nerves coming from the ears, or the hearing part of the brain.

Some people are born with hearing loss. But hearing loss may come on slowly over time or show up later in life. Hearing loss runs in some families, or may be caused by a birth defects, infections, or medicines that damage the ear. You can’t prevent these kinds of hearing loss.

But you can do something about noise-induced hearing loss. A sudden loud noise (like an explosion) or being around loud sounds over time can damage the tiny hair cells of the inner ear, making it hard to hear. If the noise around you is so loud that you must shout to be heard or you can’t hear the people around you, there is a chance that you’ll have some trouble hearing.

What’s Tinnitus?

Have you ever heard a ringing or buzzing sound in your ears after going to a party, concert, or other really loud event? This is called tinnitus (pronounced: TIN-ih-tus). It usually gets better over a day or two. But tinnitus or a muffled feeling in your ears is a sign that there is some damage to the hair cells in your ear. Hair cells take sound waves and change them to electrical signals that are sent to the brain. When the hair cells are damaged, they can’t send sound signals as well as they did before.
Tinnitus and hearing loss may not go away if you listen to loud music or hear loud sounds over and over again. That’s why construction workers and airport workers wear ear protection. Lawn mowers and power tools, like chainsaws, are loud enough to cause tinnitus and hearing loss.

Listening to loud music a lot can cause problems over time, especially if you use headphones or earbuds. Some musicians have lost their hearing and have tinnitus — a real problem for someone who needs to hear to make music. That’s why you may see more musicians wearing ear protection while they’re playing.

How Can I Prevent Noise-Induced Hearing Loss?

The best way to prevent noise-induced hearing loss is to protect your ears from loud noises:

Move away from loud sounds or speakers.
Turn down the volume when listening to music or watching TV. When wearing earphones or earbuds, you should be able to hear conversations around you.
Take breaks after listening to music with headphones or earbuds for more than 1 hour at a time.
Wear ear plugs at concerts or if you play in a band.
Wear ear plugs or ear muffs when mowing the lawn, using power tools, or anytime you are around loud machinery.
Talk to your doctor about getting a hearing test if you have tinnitus that doesn’t go away or you are concerned about your hearing.

Hydrocephalus

Hydrocephalus is a build-up of cerebrospinal fluid (CSF) in the hollow places inside the brain. These hollow places are called ventricles. The build-up of CSF can put pressure on the brain.

Treatments for hydrocephalus (hi-droh-SEF-eh-less) usually can lower the amount of CSF.

What Are the Signs & Symptoms of Hydrocephalus?

Signs and symptoms of hydrocephalus in babies and children can include:

fussiness
tiredness
poor appetite
vomiting
eyes that stay looking down
slowed development

How Does Hydrocephalus Happen?

Cerebrospinal fluid is saltwater that’s made inside the ventricles. It flows around the brain and spinal cord, cushioning them. It also sends nutrients to the brain and takes away waste. Then it’s absorbed into the bloodstream, and new, fresh CSF takes its place.

What Causes Hydrocephalus?

Causes of hydrocephalus include:

spina bifida: when a baby’s spinal cord does not fully develop
aqueductal stenosis: when CSF flow between the ventricles inside the brain is blocked
infection during pregnancy
complications of prematurity (being born early)
bleeding in the brain (from a stroke or brain injury)
a brain tumour
infection in the brain

How Is Hydrocephalus Treated?

Treatment for hydrocephalus depends on the child’s age and what’s causing the hydrocephalus.

Treatments may include one of these surgeries:

Ventriculoperitoneal (VP) shunt surgery: Doctors place a tube from the brain’s ventricles to the peritoneal cavity, the space inside the belly where the stomach and the bowels sit. The tube is all inside the body under the skin. After it gets to the belly, the extra CSF is absorbed into the bloodstream. Shunts are replaced:
- - over time as a child grows and needs a bigger shunt
  - if they get infected or stop working
Endoscopic third ventriculostomy (ETV) surgery: A tiny hole made in the bottom of the ventricle lets the extra CSF drain out of the brain. Then, it’s absorbed into the bloodstream.

Intellectual Impairment

Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound. The term “mental retardation” is no longer used, as it’s offensive and has a negative tone.

What is intellectual disability?

Someone with intellectual disability has limitations in two areas. These areas are:

Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.
Adaptive behaviours. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself.

What are the signs of intellectual disability in children?

There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are:

Rolling over, sitting up, crawling, or walking late
Talking late or having trouble with talking
Slow to master things like potty training, dressing, and feeding themselves
Difficulty remembering things
Inability to connect actions with consequences
Behaviour problems such as explosive tantrums
Difficulty with problem-solving or logical thinking

In children with severe or profound intellectual disability, there may be other health problems as well. These problems may include seizures, mood disorders (anxiety, autism, etc.), motor skills impairment, vision problems, or hearing problems.

Learning Difficulty

A learning disability is a problem that affects how a person receives and processes information. People with learning disabilities may have trouble with any of the following:

Reading
Writing
Doing math
Understanding directions

Learning disabilities have nothing to do with how smart a person is. Rather, a person with a learning disability may just see, hear, or understand things differently. That can make everyday tasks, such as studying for a test or staying focused in class, much more difficult. There are strategies a person can learn to make it easier to cope with these differences.

Muscular Dystrophy

Muscular dystrophy is a disease that weakens muscles over time. There are different types of muscular dystrophies. Each type begins at a different age and may cause mild or severe muscle weakness.

The two most common types of muscular dystrophy (DISS-truh-fee) are Duchenne muscular dystrophy and Becker muscular dystrophy.

What Are the Signs & Symptoms of Muscular Dystrophy?

Kids with Duchenne or Becker muscular dystrophy might:

have trouble climbing stairs
be clumsy
trip and fall a lot
toe walk
have leg pain
have weak arm, leg, or face muscles
have large calves

What Causes Muscular Dystrophy?

Muscular dystrophy is a genetic condition. Genetic conditions are passed from a parent (or parents) to their child. In muscular dystrophy, a gene change prevents the body from making the proteins needed to build and maintain healthy muscles.

A genetic counsellor can help parents understand how muscular dystrophy can run in families.

How Is Muscular Dystrophy Diagnosed?

Doctors diagnose muscular dystrophy by:

asking questions about symptoms
doing an exam
asking if others in the family have muscular dystrophy
doing blood tests, including genetic testing
taking a muscle biopsy (looking at a small piece of muscle under a microscope)
doing an EMG (a test that checks how the nerves and muscles are working together)
doing an EKG or echocardiogram to check the heart

How Is Muscular Dystrophy Treated?

There’s no cure for muscular dystrophy. But treatments can help people stay as active and independent as possible. Clinical trials are ongoing and new medicines are being developed to treat and possibly cure muscular dystrophy.

Treatment for muscular dystrophy depends on how old the child is, what kind of muscular dystrophy they have, and how severe it is. Treatment may include:

physical therapy
a walker, wheelchair, or crutches
braces and splints
breathing support
medicines
nutritional counselling
surgery for scoliosis

Rett Syndrome

Rett syndrome is a rare genetic neurological disorder that occurs almost exclusively in girls and leads to severe impairments, affecting nearly every aspect of the child’s life: their ability to speak, walk, eat, and even breathe easily. The hallmark of Rett syndrome is near constant repetitive hand movements. Rett syndrome is usually recognized in children between 6 to 18 months as they begin to miss developmental milestones or lose abilities they had gained.

Rett syndrome is caused by mutations on the X chromosome on a gene called MECP2. There are more than 900 different mutations found on the MECP2 gene. Most of these mutations are found in eight different “hot spots.” Rett syndrome is not a degenerative disorder with individuals living to middle age or beyond. Rett syndrome occurs worldwide in 1 of every 10,000 female births, and is even rarer in boys.

Rett syndrome can present with a wide range of disability ranging from mild to severe. The course and severity of Rett syndrome is determined by the location, type and severity of the mutation and X-inactivation.

Symptoms May Include:

Loss of speech
Loss of purposeful use of hands
Involuntary hand movements such as handwashing
Loss of mobility or gait disturbances
Loss of muscle tone
Seizures or Rett “episodes”
Scoliosis
Breathing issues
Sleep disturbances
Slowed rate of growth for head, feet and hands

Spina Bifida

Spina bifida occulta is when a baby’s backbone (spine) does not fully form during pregnancy. The baby is born with a small gap in the bones of the spine.

Spina bifida occulta is common and happens in about 1 out of 10 people. Usually, spina bifida occulta causes no health problems.

What Are the Signs & Symptoms of Spina Bifida Occulta?

Most people with spina bifida occulta (SPY-nuh BIF-ih-duh uh-KUL-tuh) do not even know they have it. They may have a dimple, patch of hair, or a red mark at the base of the spine.

Some people with spina bifida occulta also have a tethered cord. A tethered cord is a spinal cord that can’t move freely inside the spinal canal. Sometimes a tethered cord needs to be released with surgery. Otherwise, it can stretch (especially during a growth spurt) and lead to pain, trouble walking, and loss of bladder (pee) control.

What Are the Other Types of Spina Bifida?

Other kinds of spina bifida include:

Meningocele: This is when a sac that contains spinal fluid pushes through the gap in the spine. The spinal cord is in its normal place in the spinal canal. The skin over the meningocele often is open.
Myelomeningocele: This is when a sac that contains part of the spinal cord, its covering, and spinal fluid pushes through the gap in the spine and the skin. It’s visible on the baby’s back.

How Is Spina Bifida Occulta Diagnosed?

Spina bifida occulta usually doesn’t cause symptoms. So, it’s often found when an X-ray or other imaging study of the spine is done for a different reason.

Sometimes spina bifida is diagnosed with an ultrasound after a doctor sees a dimple, patch of hair, or red patch at the base of a baby’s spine.

How Is Spina Bifida Occulta Treated?

Most people with spina bifida occulta do not need medical treatment. Those with a tethered cord might have surgery to let the spinal cord move more freely.

Tourettes Syndrome

Tourette syndrome is a condition that causes uncontrolled sudden, repetitive muscle movements and sounds known as tics.

Tourette symptoms typically appear in childhood, usually when kids are between 5–9 years old. It’s not very common, and boys are more likely to be affected than girls.

The tics associated with Tourette syndrome tend to get milder or go away entirely as kids grow into adulthood. Until that happens, though, parents can help their child cope with the condition.

Causes

Tourette syndrome is a genetic disorder, which means it’s the result of a change in genes that’s either inherited (passed on from parent to child) or happens during development in the womb.

The exact cause of Tourette syndrome isn’t known, but some research points to changes in the brain and problems with how nerve cells communicate. An upset in the balance of neurotransmitters (chemicals in the brain that carry nerve signals from cell to cell) might play a role.

Many kids and teens with Tourette syndrome have other behavioural conditions like attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), learning disabilities, or anxiety.

Dealing With Tourette Syndrome

Many people don’t understand what Tourette syndrome is or what causes it, so they might not know how to act around someone who has tics. If people stare or comment, kids and teens with Tourette syndrome can feel embarrassed and frustrated. Someone who has it might have to explain the condition to others or deal with teasing or gawking.

These tips can help kids with Tourette syndrome cope:

Get involved. Some experts say that when kids and teens are engrossed in an activity, their tics are milder and less frequent. Sports, exercise, or hobbies are great ways for kids to focus mental and physical energy.
Lend a helping hand. Dealing with Tourette syndrome often makes kids and teens more understanding of other people’s feelings, especially other young people with problems. They might use that special sensitivity to volunteer. Knowing that they’ve helped others might help build confidence and lessen any self-consciousness about feeling different.
Embrace creativity. Creative activities such as writing, painting, or making music help focus the mind on other things — and they help it develop.
Find support. The Tourette Syndrome Association sponsors support groups with others who understand the challenges of Tourette syndrome.
Take control. People with Tourette syndrome can feel more in control of their lives by researching the condition, asking their doctors plenty of questions, and taking an active role in their treatment.

Visual Impairment

Many people have some type of visual problem at some point in their lives. Some can no longer see objects far away. Others have problems reading small print. These types of conditions are often easily treated with eyeglasses or contact lenses.

But when one or more parts of the eye or brain that are needed to process images become diseased or damaged, severe or total loss of vision can occur. In these cases, vision can’t be fully restored with medical treatment, surgery, or corrective lenses like glasses or contacts.

The American Foundation for the Blind estimates that 10 million people in the United States are visually impaired. Visual impairment is a term experts use to describe any kind of vision loss, whether it’s someone who cannot see at all or someone who has partial vision loss.

Some people are completely blind, but many others have what’s called legal blindness. They haven’t lost their sight completely but have lost enough vision that they’d have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.

What Causes Visual Impairment?

People rarely lose their eyesight during their teen years. When they do, it’s usually caused by an injury like getting hit in the eye or head with a baseball or having an automobile or motorcycle accident.

Some babies have congenital blindness, which means they are visually impaired at birth. Congenital blindness can be caused by a number of things — it can be inherited, for instance, or caused by an infection (like German measles) that’s transmitted from the mother to the developing fetus during pregnancy.

Conditions that may cause vision loss after birth include:

Amblyopia (pronounced: am-blee-OH-pee-uh) is reduced vision in an eye caused by lack of use of that eye in early childhood. Some conditions cause a child’s eyes to send different messages to the brain (for example, one eye might focus better than the other). The brain may then turn off or suppress images from the weaker eye and vision from that eye then stops developing normally. This is also known as a “lazy eye.” Strabismus (misaligned or crossed eyes) is a common cause of amblyopia, since the brain will start to ignore messages sent by one of the misaligned eyes.
Cataracts are cloudy areas in part or all of the lens of the eye. In people without cataracts, the lens is crystal clear and allows light to pass through and focus on the retina. Cataracts prevent light from easily passing through the lens, and this causes loss of vision. Cataracts often form slowly and usually affect people in their 60s and 70s, but sometimes babies are born with congenital cataracts. Symptoms include double vision, cloudy or blurry vision, difficulty seeing in poorly lit spaces, and colors that seem faded.
Diabetic retinopathy (pronounced: reh-ton-AH-pa-thee) occurs when the tiny blood vessels in the retina are damaged due to diabetes. People with retinopathy may not have any problems seeing at first. But if the condition gets worse, they can become blind. Teens who have diabetes should be sure to get regular eye exams because there are no early warning signs for this condition. To help prevent retinopathy, people with diabetes should also avoid smoking, keep their blood pressure under control, and keep their blood sugar at an even level.
Glaucoma is an increase in pressure inside the eye. The increased pressure impairs vision by damaging the optic nerve. Glaucoma is mostly seen in older adults, although babies may be born with the condition and children and teens can sometimes develop it as well.
Macular (pronounced: MAH-kyoo-lur) degeneration is a gradual and progressive deterioration of the macula, the most sensitive region of the retina. The condition leads to progressive loss of central vision (the ability to see fine details directly in front). Macular degeneration is often age related (it occurs in older people, especially older than 60), but sometimes it can occur in younger people. Excessive exposure to sunlight and smoking can increase the risk for age-related macular degeneration. Symptoms may include increased difficulty reading or watching TV, or distorted vision in which straight lines appear wavy or objects look larger or smaller than normal.
Trachoma (pronounced: truh-KO-muh) occurs when a very contagious microorganism called Chlamydia trachomatis causes inflammation in the eye. It’s often found in poor rural countries that have overcrowded living conditions and limited access to water and sanitation. Blindness due to trachoma has been virtually eliminated from the USA.

Glossary Of Terms

Disclaimer

Navigate

Connect

Built by